本研究的主要目的是針對國中七年級一元一次方程式課程單元，採用表列法結合電腦教學而成之「改良式表列法」(簡稱實驗組)和「傳統教學法」(簡稱控制組)進行教學，探討其對學生數學學習成效及認知負荷之影響。 由研究者所任教之新北市某國中七年級四個班共104人，隨機抽取兩個班為實驗組(53人)，兩個班為控制組(51人)，實驗設計採前測－後測設計的準實驗研究法。為探究實驗組與控制組學生經由兩種不同教學法在一元一次方程式課程單元學習成效上的改變，以共變數分析各組學生在前後測之間的差異。研究結果各項資料經統計處理分析與歸納之後，獲得下列結論： 一、針對ㄧ元一次方程式單元，學生數學學習成就之表現： 1-1 實驗組與控制組全體學生之學習成就，兩組之間無顯著差異。 二、針對ㄧ元一次方程式單元，學生認知負荷之表現： 2-1 在學習困難度方面，實驗組與控制組之間並無顯著差異。 2-2 在努力程度方面，實驗組與控制組之間並無顯著差異。 The study mainly explored Polya’s approach and then combined with computer teaching to the impact of student mathematics learning of learning effectiveness and cognitive load. In the study, it adopted table column method with the aid of computer teaching. It was implemented on seventh graders’ learning of setting up equations in one-Variable-First module in order to compare two different methods of teaching. The experimental design adopted pre-test & post-test quasi-experimental design study. To explore the difference of students in the improved group and the traditional group of students learning through two different units in setting up equations in one-Variable-First to study the effectiveness of changes by quantitative analysis with ANCOVA(analysis of covariance). The results of the data processing by statistical analysis, to obtain the following major findings： 1. Setting up equations in one-Variable-First modules for math, math learning achievement of students: 1-1 Improved group and traditional group learning achievement of all students, no significant differences between the two groups. 2. Setting up equations in one-Variable-First modules for math, students reducing cognitive-load towards learning mathematics： 2-1 difficulty：Improved group and traditional group learning achievement of all students, no significant differences between the two groups. 2-2 mental effort：Improved group and traditional group learning achievement of all students, no significant differences between the two groups.
